Term 1 Unit 2 Watching TV
Class: 9 B
Learning objectives(s) that this lesson is contributing to
-To develop students’ ability to listen and understand a short text
-To develop students’ vocabulary of free time activities (television viewing)
-To develop students’ awareness of use of –ed/-ing adjectives
-To give practice of describing likes/preferences and giving reasons
All learners will be able to:
Most learners will be able to:
- Use some vocabulary to create 5-6 sentences without
- Explain the usage of applying the technology items without tips,
Some learners will be able to:
- Help others ask and answer questions
- interact in a pair, group and a whole class work presenting logically connected information with ideas of other people.
Support, respect, cooperation
Cross curricular links
Social Studies, ICT
Students have studied ‘activities for pleasure’, can talk and write about their likes and dislikes
Projector or Smart board, PPT
Preferences in using different types of technology by teenagers in Kazakhstan and western countries
Investigation of using new technologies in Kazakhstan
Assure you met all learners’ needs
Health and Safety
Make sure power cords are not a tripping hazard
Everyday classroom precautions
Planned activities (replace the notes below with your planned activities)
Teacher tells the students the objectives of the lesson
Ex 11 b, p 38
Giving marks with smiles.
Please swap your copy books to check sentences.
Fill in the gaps with words look, watch and see in the correct form.
Now, guys I will give you these sheet of papers, you should choose one of them. I will divide you into two group according to your papers.
First team: “Qazaqstan” and the
second team is “Discovery channel”.
Warm-up “Brainstorming question”
TV can connect you to the world and beyond.
Ok, thank you for your opinions. As you guest our new theme is Watching TV.
T:Television is a great wonder of modern science. It is one of the most important invention of science, which has absorbed millions of minds. It has both entertainment and educational utilities.
Please write down the new words on your vocabulary copy books.
News [njuːz] жаңалықтар/новости
quiz-shows [kwɪz ʃəʊz] телевикториналар /телевикторина
soap operas [səʊp `Ɔpǝrǝs] телесериалдар/телесериал
travel films [`trævl filmz] саяхат туралы фильмдер/фильм о путешествиях
comedies [ˈkᴐmidɪz] комедиялар/комедия
sport [spᴐ:t] спорт туралы бағдарламалар/спортивная программа
educational[edʒuˈkeɪʃənl]білім беретін бағдарламалар/образовательная программа
nature films [ˈneɪtʃə filmz] табиғат туралы фильмдер/фильм о природе
antique [anˈtiːk]көне заттар/антиквариат
wildlife [ˈwaɪldlaɪf] жанды табиғат/живая природа
horror film [ˈhɒrə film]қорқынышты кино/фильм ужасов
family history programs [ˈfæməli ˈhɪst(ə)ri ˈprəʊɡræmz] отбасылық тарихи бағдарламалар/семейно-историческая программа
Now repeat after me these new words.
Ask 2-3 pupils to read words.
T: You have a lot of favourite programmes. So the next task is to match each type of programme on the left with the correct item on the right.
It will be a teamwork. I will give you 6 words.
Match each type of programme one the left with correct item on the right.
How much time do you spend watching TV?
Do you watch TV programmes in English?
What types of programmes do you watch? Why?
Task 2 – comprehension
Task 2 – First viewing
• Tell the students that they are going to watch a short video of Ann describing her TV viewing habits. Tell the students to look at questions 1 and 2 in Task 2. Clarify the types of programmes in question 2 not already elicited.
• Play the video clip once. After viewing, ask students to check their answers in pairs and try to answer the follow-up questions on the sheet.
Check answers to questions.
1. How many hours of TV does Anne watch?
a. 3-4 hours a week
b. 3-4 hours a night
c. 5-6 hours a day
2. What kind of programmes does she find boring?
a. Wildlife programmes
b. Crime shows
c. Programmes about antiques
3. What kind of programmes are a lot of people in the UK interested in?
a. Family history programmes
b. Hospital shows
c. Classical music
4. What sort of programmes does Anne like?
a. Horror stories
b. Programmes about family history
c. Crime shows
1. She watches 3 or 4 hours every evening.
2. programmes about antiques
3. family history programs
4. crime shows
Task 3 – Second viewing
• Tell the students to look at Task 3 on the worksheet. With a partner they should try to decide which word they think goes in each gap. Reassure them that if they are not confident, they will see the video again. Do not take any feedback at this point. Tell the students that all the words in the gap are similar in some way.
• Play the video clip. The students should listen and check/try to complete the task. Play the clip a third time if necessary. • Display the gapped text on the board and elicit the correct answers. Ask the students what all the answers have in common, i.e. they are all used to describe things, they are all adjectives.
Make the verbs into adjectives ending with - ing or -ed.
Write the correct form of the verbs into the spaces.
I think family history programmes are . I don't like them.
I'm in wildlife programmes because they are educational.
I find horror films too to watch late at night.
Are you of horror films?
I get when I watch family history programmes.
I like crime shows with stories.
Answers 1. bored 2. interested 3. frightened 4. annoyed, interested 5. shocked, surprising 6. Exciting
Hi. Do you watch much TV? I do. I watch quite a lot of TV, actually, 3 or 4 hours every evening. What kind of programmes do you like? I'm quite interested in wildlife programmes but I find programmes about antiques and family history quite boring, although I know a lot of people are interested in them.
I like exciting crime thrillers with lots of action and a strong story line, but I don't like horror films because I don't want to be frightened just before I go to bed, because I'll just have bad dreams all night.
What about you? What's your favourite TV programme?
T: Now boys and girls I want to give you two envelopes. You should chose on of them. You task is to gather pictures and according to the pictures make a poster. I will give you 5 minutes.
You should discuss two points. Good and Bad sides of watching TV.
Pupils will do posters and discuss it with their team members and read it to their opponents.
10. It`s time to play!
Your task is to answer for the questions from the board.
Your score will be shown in the screen.
Descriptor A learner
Use new words
Answer all questions
Speak about watching TV habits
Fill in the gap
Write 5 top TV programs in Kazakhstan and in foreign countries by using new vocabulary.
Board, lesson objectives
Say their opinions about picture
Three sets of pictures and three sets of words
Give to pupils sheets with tasks
Handout vocabulary tasks
Team members will answer to the questions
Handout listening tasks
Check answers from the board.
Handout writing tasks
Give them sheets and pictures, markers and other things which is necessary for making a poster
mobile devices to answer the question
Write down the home task
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Аllow less confident learners to give different levels of response (differentiation by outcome); or let some learners ask and answer a fewer number of questions (differentiation by task). Monitor and take notes for future planning.
confident learners to give different levels of response (differentiation by outcome); or let some learners ask and answer a fewer number of questions (differentiation by task). Monitor and take notes for future planning.
Assessment – how are you planning to check learners’ learning?
Teacher gives learners smiles for their good job
Health and safety check
Teachers offer moral support to students having difficulty with the pre-assessment, however, modifications cannot be made as it is a diagnostic tool
The pre-assessment will give teachers an indication of individual student levels
Teachers will keep a close eye on safe student activity
For ICT only the audio file will be used
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
What did learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Learning outcomes were met. The lesson listening, speaking learning, reading learning objectives related to reading learning objectives. These lesson and learning objectives were realistic.
Leaners get a lot information about TV programms and words according to the TV habits.
The learning atmosphere was very comfortable.
I expected students to have a tough time knowing what information should go onto their maps. This is why I spent a lot of time modelling it and working along with them until I felt confident they were ready to it themselves.
Their final smiles summaries served as their formative assessment. These helped me assess how well they did with including all main ideas and supportive details of the theme.
What two things went really well (consider both teaching and learning)?
1: Learners know several new words according to the theme.
2: Learners improve their speaking habits while they make a poster according to the theme.
What two things would have improved the lesson (consider both teaching and learning)?
1: At the end of the lesson in order to check their knowledge about how they understood the theme I gave them task to make a poster about good and bad sides of watching TV.
2: Also to make our lesson more interesting we played game according to the theme.
What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson? My difficulties were timing and teamwork. Because all learners worked slowly, that is why we need more time to do one task in presented time.
Курс профессиональной переподготовки
Курс повышения квалификации
Курс повышения квалификации
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